Teaching Innovation Among Chinese Teachers of Music Education
Journal Title: Advance Knowledge for Executives - Year 2024, Vol 3, Issue 1
Abstract
Objective: This research addresses the pressing need for understanding and enhancing teaching innovation in music education among Chinese educators. This study aims to bridge existing gaps in the literature by examining the current state of technology implementation and teaching practices among music teachers in China in recognising the dynamic nature of education and technology. The significance lies in the potential to inform policies and interventions that can elevate the quality of music education. The primary objectives include assessing the level of technology implementation, exploring differences in teaching innovation based on profile variables, and identifying effective strategies for overcoming obstacles to innovation. Methods: Data was collected through a survey administered to music teachers in China utilising a quantitative research design. The participants, comprising a diverse range of age groups, genders, educational backgrounds, and teaching experience, were selected through a stratified random sampling technique. Respondents were the Chinese music teachers of 5 private schools. The researcher chose High school teachers who have been handling Music courses for five years and are licensed in their respective fields of specialisation. Results: Results revealed that most respondents are 29 years old and below, female, have obtained a bachelor's degree, and have taught for 5 to 10 years. In addition, the most beneficial to students is using headphones; the music technology used in the course is the final smart board. The results indicate that gender significantly influences teaching innovation, particularly in personal computer use, current instructional practices, and technology implementation. Conclusion and Recommendation: Key findings emphasise the prevalence of technology use in music education, with certain disparities based on gender. The research contributes new insights into the specific areas where gender differences impact teaching innovation, guiding targeted interventions for professional development. The study recommends tailored training programs to empower educators, fostering an inclusive and innovative music education environment in China.
Authors and Affiliations
Zhibin, G
Keywords
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- EP ID EP731720
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